-Learner performance ranges from 0 to a 90-100 percent range of accuracy -instructional focuses on helping the student perform the skill accurately -Ie: physical guidance, shaping, demonstration and modeling
n Proficiency Stage
-learner attempts to learn the skill at an almost automatic level, goal is for learner to perform both accurately and quickly Ie: goal setting, teacher expectations, and progress reinforcement
n Maintenance Stage
-maintain a high level of performance, student retains both accuracy and fluency with the skill once direct instruction or reinforcement has been withdrawn Ie: periodic practice, mnemonic techniques
n Generalization Stage
-student demonstrates proficiency in the skill in different settings, Ie: different classrooms, home, being around other people etc.
n Adaption Stage
-learner applies a previously learned skill in a new area of application with direct instruction or guidance Ie: problem, a student who has figured out multiplying figures out that division is just the reverse
Different types of data collection
n event recording
-Record each observed occurrence of behavior -count the number of times a student completed assignments for 5 school days, shows increase or decrease frequency of behavior
n interval recording
-Divide a specified observation period into equal intervals that typically 30 seconds or less. Within each interval, record whether the behavior occurred (+) or did not occur (-) at any time during the day -ie: Record whether or not a student was “attending” to the seatwork materials at some time during the interval
n time sampling
-Divide specified observation period into equal intervals of several minutes or more duration. Observe at the end of each interval and record whether the behavior did or did not occur Ie: record whether a student was or was not “on task” at the end of every 5 minutes during a 40 minute period
n duration recording
-record the amount of time the student is engaged in the activity during the observation period. Turn a stopwatch on when the activity starts, and turn it off when the activity is over. Repeat the process throughout the observation period. Ie: record the amount of engaged time the student spent on the math assignment
n latency recording
-Record the time it takes for a student to begin an activity once the signal has been provided. Turn a stopwatch on after the signal to begin an activity has been provided, and turn it off when the student begins the activity -Ie: record the amount of time it took a student to his or her reading book and join the reading group after being instructed to do so
n anecdotal recording
-record all behaviors of the student during a specified time period -ie: record behaviors displayed during science laboratory period
n permanent product recording
-collect assignments and provide feedback regarding correct and incorrect responses. Ie: collect spelling papers and return with percentage correct on top of paper
Types of grading alternatives
n Individualized educational program grading approach
-determines grades on the basis of a student’s progress on goals and objectives specified on the student’s (IEP).
n Pass/fail systems
-establishes criteria for passing or failing
n Mastery level/criterion systems
-content or skills are divided into subcomponents; mastery is achieved when a student reaches a criterion level on a specified subcomponent.
n Point systems
-points are assigned to various activities; point totals will reflect different letter grades
n Contract grading
-teacher and student sign a contract that specifies the work to be completed, how the grade is determined, and the timeline for completion
n Multiple grading
-the teacher grades the student in several areas, typically including ability, effort, and achievement
n Shared grading
-2 or more teachers work together to teach a student they collaborate to assign a grade
n Student self-comparison
-the teachers and students meet to determine appropriate instructional goals within the curriculum
n Level grading
-grading is individualized by using a subscript to note the level of difficult on which the students’ grades are based.
n Descriptive grading
-teachers write descriptive comments regarding each student’s performance, attitude, effort, and learning preferences. Test Modifications -Provide ample space for students to respond to items on test protocol - 96.9 % -space items so as not to interfere with one another - 95.3% -prepare tests that are typewritten rather than handwritten - 90.6% -Allocated more time to complete test -90.6% -Place a blank beside each item on matching test questions rather than have students draw lines - 90.6% -Monitor students' performance during the test - 82.8% -Limit the number of choices to a maximum of four on multiple choice test questions -81.3% -present items in a predicatable hierarcial sequence-79.7% -give shorter, more frequent tests rather than fewer, more comprehensive tests-79.7% -read directions and test items to students-79.6% -use cue to enhance understanding of the major elements and directions -76.6% -Require only brief response or outline form on essay test questions-74.4% -Define unfamiliar or abstract words-71.9% -Limit the numer of matching items to 10 -71.9% -Provide a pool of responses for fill-in-the-blank test questions-70.3% -change the setting in which the student takes the test-62.5% -allow students to choose the number of questions they must answer-62.5% -Avoid using nver, not, sometimes, or always in true-false test questions-60.9% -Adjust the reading level of the test to meet the students' needs. 59.4% -Decrease the number of test items-57.8% -Place answers vertically under multiple-choice test questions-57.8% -PLace an equal number of choices in both colums on matching test questions-57.8% -Avoid ambigous choices such as all of the abov or none of the above on multiple-choice test questions-54.7% -Employ subsections that divide open-ended essay test question-54.7% -Allow students to dictate their responses-50.0%
n Acquisition Stage
-Learner performance ranges from 0 to a 90-100 percent range of accuracy-instructional focuses on helping the student perform the skill accurately
-Ie: physical guidance, shaping, demonstration and modeling
n Proficiency Stage
-learner attempts to learn the skill at an almost automatic level, goal is for learner to perform both accurately and quicklyIe: goal setting, teacher expectations, and progress reinforcement
n Maintenance Stage
-maintain a high level of performance, student retains both accuracy and fluency with the skill once direct instruction or reinforcement has been withdrawnIe: periodic practice, mnemonic techniques
n Generalization Stage
-student demonstrates proficiency in the skill in different settings,Ie: different classrooms, home, being around other people etc.
n Adaption Stage
-learner applies a previously learned skill in a new area of application with direct instruction or guidanceIe: problem, a student who has figured out multiplying figures out that division is just the reverse
Different types of data collection
n event recording
-Record each observed occurrence of behavior-count the number of times a student completed assignments for 5 school days, shows increase or decrease frequency of behavior
n interval recording
-Divide a specified observation period into equal intervals that typically 30 seconds or less. Within each interval, record whether the behavior occurred (+) or did not occur (-) at any time during the day-ie: Record whether or not a student was “attending” to the seatwork materials at some time during the interval
n time sampling
-Divide specified observation period into equal intervals of several minutes or more duration. Observe at the end of each interval and record whether the behavior did or did not occurIe: record whether a student was or was not “on task” at the end of every 5 minutes during a 40 minute period
n duration recording
-record the amount of time the student is engaged in the activity during the observation period. Turn a stopwatch on when the activity starts, and turn it off when the activity is over. Repeat the process throughout the observation period.Ie: record the amount of engaged time the student spent on the math assignment
n latency recording
- Record the time it takes for a student to begin an activity once the signal has been provided. Turn a stopwatch on after the signal to begin an activity has been provided, and turn it off when the student begins the activity- Ie: record the amount of time it took a student to his or her reading book and join the reading group after being instructed to do so
n anecdotal recording
-record all behaviors of the student during a specified time period-ie: record behaviors displayed during science laboratory period
n permanent product recording
-collect assignments and provide feedback regarding correct and incorrect responses.Ie: collect spelling papers and return with percentage correct on top of paper
Types of grading alternatives
n Individualized educational program grading approach
-determines grades on the basis of a student’s progress on goals and objectives specified on the student’s (IEP).n Pass/fail systems
-establishes criteria for passing or failingn Mastery level/criterion systems
-content or skills are divided into subcomponents; mastery is achieved when a student reaches a criterion level on a specified subcomponent.n Point systems
-points are assigned to various activities; point totals will reflect different letter gradesn Contract grading
-teacher and student sign a contract that specifies the work to be completed, how the grade is determined, and the timeline for completionn Multiple grading
-the teacher grades the student in several areas, typically including ability, effort, and achievementn Shared grading
-2 or more teachers work together to teach a student they collaborate to assign a graden Student self-comparison
-the teachers and students meet to determine appropriate instructional goals within the curriculumn Level grading
-grading is individualized by using a subscript to note the level of difficult on which the students’ grades are based.n Descriptive grading
-teachers write descriptive comments regarding each student’s performance, attitude, effort, and learning preferences.Test Modifications
-Provide ample space for students to respond to items on test protocol - 96.9 %
-space items so as not to interfere with one another - 95.3%
-prepare tests that are typewritten rather than handwritten - 90.6%
-Allocated more time to complete test -90.6%
-Place a blank beside each item on matching test questions rather than have students draw lines - 90.6%
-Monitor students' performance during the test - 82.8%
-Limit the number of choices to a maximum of four on multiple choice test questions -81.3%
-present items in a predicatable hierarcial sequence-79.7%
-give shorter, more frequent tests rather than fewer, more comprehensive tests-79.7%
-read directions and test items to students-79.6%
-use cue to enhance understanding of the major elements and directions -76.6%
-Require only brief response or outline form on essay test questions-74.4%
-Define unfamiliar or abstract words-71.9%
-Limit the numer of matching items to 10 -71.9%
-Provide a pool of responses for fill-in-the-blank test questions-70.3%
-change the setting in which the student takes the test-62.5%
-allow students to choose the number of questions they must answer-62.5%
-Avoid using nver, not, sometimes, or always in true-false test questions-60.9%
-Adjust the reading level of the test to meet the students' needs. 59.4%
-Decrease the number of test items-57.8%
-Place answers vertically under multiple-choice test questions-57.8%
-PLace an equal number of choices in both colums on matching test questions-57.8%
-Avoid ambigous choices such as all of the abov or none of the above on multiple-choice test questions-54.7%
-Employ subsections that divide open-ended essay test question-54.7%
-Allow students to dictate their responses-50.0%